The Livescribe Pen is a device that records what is written along with capture audio at the same time. This is a great tool for students to capture class lectures and for teachers to create tutorials. Has anyone allowed students to use them in science class to record procedures during an experiment? If so, what do feel were the benefits? Please share any other ideas you have for sharing in the science classroom.
Great discussion! I am in the process of getting some for our 8th grade Geometry class. I can tell you as a former Geometry teacher that every test, worksheet etc. I had to hand draw (it was back in the early 90s). It is impossible to type Geometry problems unless it is a test of word problems. I love the Livescribe pen because it gives a student ownership of a mathematical discovery and I think would be the same for a science experiment. I would like to see the students create a database of pencasts (recorded procedures) in their class BlackBoard site which would allow for the entire class to benefit from them. Also...what about the parental community? How would or could this be used to share classroom activities with the parents?
My principal asked me to purchase a Livescribe (using his money ). I was assigned to see how this pen might benefit students in the classroom. As I've played with it for a while, I determined it can be a huge benefit for the resource student. I've talked with the resource teacher and determined students can and should be using this in my science learning environment. As students write down lab reports, notes, or respond during activities the Livescribe pen will be activated to record both written and audio information. The resource teacher said he will ask students to download the Livescribe information onto a computer in his classroom. These students may then review their science learning and identify where they missed details or what they do not totally understand.
What other digital media do you think would benefit a Resource student in learning science?
I've been using probeware in the classroom. I have actually increased how often my science students use probeware this year and has gone very well. I believe more students are beginning to comprehend the relationship that exists between both axes of a graph.
I have used a Flip camera minimally so far. On occasion, I have allowed students to borrow my camera and video their labs. The groups that "get to use the Flip camera" are SO excited because they know their lab work might be watched by students who have been absent. Your comment about engagement using the Flip camera makes me think I should try to get more Flip cameras. I could design lessons around students using the Flip camera to demonstrate understanding rather than only document their experiments.
Glen here are my resources on Flip Cameras to assit your efforts- I love my Flip!
When it rains, it pours! What a great resource for the Flip camera. I am pondering the 5th link on your page "Designing a Video Assessment." The description is simple - yet begins to move students into the Creating level of Blooms Taxonomy. I look forward to sharing this with my student teachers tomorrow when I am back at school.
Now I'm wondering if anyone in the Engage Community has used a Flip camera for assessment yet - or knows a classroom teacher who has? I'm interested in hearing how the process worked out for student learning.
I teach in the lower elementary grades and have used Flip cameras as an assessment tool for awhile now. One of my favorites, is to allow students using manipulatives in Math to document how they used the manipulatives complete with their verbal description of what they did. It is not only a great motivator, but a fun and easy to check and document student learning on independent tasks.
Thanks for sharing how you use the Flip camera in Math. Having used it to document science experiments, I can envision students using it to document manipulative use. I'd agree that it is a HUGE motivator. I suspect that student motivation to do activities is an excellent demonstration the activity is engaging.
Can you share the rubric used with this Flip Math example? I'd be interested in seeing how I could adapt it for Science.
I have to say that when I first looked at this thread...I thought Diana Ross was in the Engage community - Love the hair in Beverly Barquet's avatar....(singing I will survive in my head as I type). My school does not have a set of flip for check out so I keep my Intel one on hand for teachers to use.....yeah I guess that makes me an inspiring teacher at heart. A teacher came to me to use the flip but it wasn't for student assessment but student teacher assessment. She videoed him and then they watched the video together as she gave helpful hints and tips. I found out later she planted some challenging situations by talking to some of the students before the class and asking them to create distractions to see how he would react. Any other examples of assessment with the flip? Please share.
Your comment about the "I Will Survive" song made me laugh in wonder. Is this the version of the song you were thinking of?
I like your idea of using the Flip camera for assessing Student Teachers. I may have to see if/when I can do that in my classroom. I, however, do not need to plant the challenging situations - my students are naturals at that .
Glen- you are so lucky to have an admin appoint you with "fun dollars" to purchase the right tool to do the right job for student learning. I have worked quite a bit over the last 12 months with the Livescribe Pens, and will be using this tool to do on the spot interviews for the "Courageous Conversations" I will be conducting this month through late Spring. I really like the simplicity of capturing audio with this device and then I can easily work with the .aac file in Audacity or Aviary Myna to remix and blend the conversation into a professional podcast.
I think this tool would meet your students needs with having in-depth conversations around CFQ's for students around content focused concepts as well. I love ease dropping on student conversatiosn when they are problem solving, sharing their crital thoughts and solutions to posed questions too. For more ideas I am attaching a Livescribe Activity book that has been created in WI with Tim Faulberg- our K-12 rep and math specialist.
Hope this may give you many more ideas.
My principal does not just "appoint or anoint me with fun monies" (though it would be fun if he did!) He instead asks me to inform him of any "new" technologies I think we should consider will benefit our students. I then become the "beta tester" of these technologies at the school. He offered to purchase an iPad for me before they first went on sale. He came down the next day and apologized because when he asked purchasing to get it for him, they said the district IT department said "NO iPAD purchases this year!" I'll have to see what happens after version two hits the streets.
I appreciate your suggestions for the Livescribe Pulse Pen. Another idea I had today was for the special education and English Language learning students to use in taking tests. Each of these students could have one Livescribe during a test. I would ask them to read each question aloud and then say the answer they were going to mark before they marked it. I'm wondering how difficult it would be to generate a "bubble form" on the Livescribe paper. I'm considering this might show students who mark "C" when they had selected "B". It would also demonstrate any decoding errors as students read questions aloud. My BIG concern with this proposal is that it would go directly against any written IEP that requires students have test questions read aloud.
What suggestions do my fellow Intel Teach friends have for how I could approach the Special Education or ELL teacher to get them to try such an activity with students? In what ways do you think this might benefit an individual student's education process?
Got to try out the livescribe pen and will be able to use it in my class. It's very cool and am checking out ways to use it. I'm going to start by embedding a brief lesson on how to do "short division" as opposed to long division. I teach my students "short division" and my students' parents don't get it, even though it is easier than long division. The lesson will be as much for the parents as for the students.
I'm sure the Livescribe Pulse Pen can benefit your 4th grade students in learning both math and science. I'm interested to see how you see this pen used in that part of math. I'd not considered the math options the pen provides.When you use it for your division lesson, could you please upload the notes and audio for us?